1. Mentoring
Thesis
Writers
Bulacan State University
Graduate School

2. Role of the Thesis Adviser
• To guide the advisee in
conceptualizing the study.
• To assist the writer in the
preparation of appropriate
research design.
• To review the logic and
coherence of the research
report, the analysis and
interpretation of results as well
as its relevance to the
conceptualization of the
research problem.

3. Basic Essentials
• Research Conceptualization and
Development. This refers to
“how” to develop the idea for the
research project. This involves:
1. Formulating good research
problems.
Research Title
Major Problem
Specific Problems

5. Criteria in Selecting a Good
Research Topic
1. Novelty
2. Workability
3. Theoretical Value
4. Practical Value
5. Critical Mass

7. SAMPLE RESEARCH TITLES
1. Solid Waste Management and
Water Quality Assessment:
Strategic Stewardship
Research Program for
Sustainable Stakeholder
Engagement
2. Garbage to Gobar, Dumpsite
to Goldmine: Proposed Solid
Waste Management Recovery
Program

8. SAMPLE RESEARCH TITLES
3. Manpower Needs and Labor
Demand Shift in the Clark and
Subic Growth Corridors:
Perspective for Academe and
Industry Linkage
4.Breaking Walls,Building Bridges:
Matching Teaching and Learning
Styles in Classrooms

9. Formulating Research Problems

15. Form and Style in
Thesis/Dissertation
Writing
Bulacan State University
Graduate School

16. Elements of A Graduate
Thesis/dissertation
• Preliminaries
• The Body of the Thesis/
Dissertation
• References

17. Preliminaries
• Title Page
• Approval Sheet
• Acknowledgement
• Table of Contents
• List of Tables
• List of Figures
• Abstract

18. Chapter 1
The Problem and its
Background

19. Introduction
1. Careful presentation of the importance and
validity of the problem.
2. Systematic and orderly presentation of
background information with educational
trends related to the problem, unsolved issues,
and social concerns.

20. 1. Tips in Writing the Introduction
(The TIOC Approach)
• Highlight the trend/s in the field
• Pinpoint the issues underlying the trend/s
• State the overall objective/intent of the
paper in the light of the gap identified
• Discuss the possible contribution of the
research attempt to advancing/improving
disciplinal theory research, practice and
policy
• (cross-reference to strengthen claims)

21. Significance of the Study
1. Clear presentation of the significance of the
study, its role in addressing contemporary
issues and problems.
2. Orderly identification of probable users of the
research, specific ways on how the findings
could be used.

22. Statement of the
Problem
1. Clear identification of the Specific
problem statement.
2. Succinct, unambiguous Measurable
statement of specific
problems related to the Presents a conjecture
between/among
major problem. variables

23. Scope and Delimitations
1. Sufficient delimitation of
the problem area in terms
of content, time, place, and
subjects of the investigation.

24. Chapter 2
Theoretical Framework

25. Theoretical/Conceptual
Framework
1. Clear presentation of the
theory which explains
why the study exists.
2. Appropriate development
of conceptual frame with
reference to the problems
of the study.

26. 2. Tips in Writing the Theoretical
Framework
(The SEC Approach)
• Rule 1: State the theory
• Suggested sentence stems
• The theoretical basis of this paper is…
• This study is theoretically anchored on…
• This paper is premised on…
• Rule 2: Explain the theory
• Rule 3: Contextualize the theory

30. Other Forms of Conceptual F.

37. Related Literature and Studies
1. Systematic presentation
of literature and studies
related to the problem.
2. Adequacy of
presentation with
reference to problem,
research design,
significant findings.

38. Hypothesis of the Study
1. Clear-cut statement of
hypotheses/assumptions.
• Formulate the hypotheses
• Null hypothesis (H0)
• Research/Alternative
hypothesis (H1)

39. Definition of Terms
1. Use of operational
definitions of key
variables.

40. Chapter 3
Methodology of the Study

41. Method and Techniques
1. Concise description of
the research method
and justification for its
choice.
2. Sufficient description
or field procedures
followed in the
collection of data
(when, where, and
how data are to be
obtained).

42. Population and Sample
of the Study
1. Use of appropriate
sampling design and
sample size.

43. Instruments of the Study
1. Appropriate choice and description of the
instruments.
2. Detailed procedures on how the instrument
was constructed.
3. Adequate information pertaining to validity of
the instrument.

44. Data Processing and
Statistical Treatment
1. Appropriateness of
statistical treatment
and data processing.

45. Chapter 4
Presentation, Analysis, and
Interpretation of Data

46. • T he researcher is required to: (1)
briefly introduce the topic, (2)
present the data, (3) analyze and
interpret the results.
• Presentation of the results should
follow the order and sequence of
the problems raised in Chapter 1.
• T he researcher is required to
scholarly analyze and interpret the
results by providing scientific &
unbiased insights concerning the
results of the study.
• It is also suggested to integrate the

53. Chapter 5
Summary, Conclusions,
and Recommendations

54. • T he purpose of Chapter 5 is to
summarize the entire research project. It
would include discussions on what the
research is all about, the problems and
the hypotheses, and a brief version of
the significance of the study.
• T he summary would also include the
research design, the population and
sample, and the statistical techniques
used.
• T he summary of findings or results of
the study is presented in the order of the
problems raised in Chapter 1
• T he conclusions are based on the
findings of the study.
• T he recommendations are based on the
derived conclusions.

55. References
Appendices

56. Thank You
and
Good Day!

57. Problem
Conceptualization
and Development

58. IMPLICATIONS AND SOCIO-EDUCATIONAL
RECOMMENDATIONS PROBLEM
IDENTIFYING/DEVELOPING
SUMMARY AND RESEARCH QUESTIONS/
CONCLUSIONS PROBLEMS/HYPOTHESES
DATA REVIEWING RELATED
INTERPRETATION LITERATURE AND
STUDIES
DATA PROCESSING THEORETICAL
AND ANALYSIS FRAMEWORK
FORMULATIONS
DATA COLLECTING HYPOTHESIS
STAGES OF SOCIO-EDUCATIONAL
RESERCH

59. Step 1 :Analysis of Socio-
Educational Issues/Problems
• Issue: Need to improve the productivity
of teachers.
• Basic Assumption: The administrator’s
leadership behavior plays a key
role.

60. Basic Essentials
• Research Conceptualization and
Development. This refers to
“how” to develop the idea for the
research project. This involves:
1. Formulating good research
problems.
Research Title
Major Problem
Specific Problems

61. •Research Title:
The Leadership Behavior of School
Administrators at BSU and Its Influence
on Teachers Performance
• Major Problem:
How do the leadership behaviors of
school administrators influence
teachers’ performance?

62. •Specific Problems
1.What is the profile of school administrators in terms
of educational preparation, trainings, age, etc.?
2.How may the leadership behavior of school
administrators be described in terms of task and
relationship dimensions?
3.What is the level of performance of the faculty in
terms of: teaching competency, professional
development activities, etc.?
4.Do the leadership behavior of school administrators
exert significant influence on the performance of the
faculty?

63. 2.Formulating good/testable
hypothesis
• Research Hypothesis (H)
“The leadership behavior of school
administrators influences faculty performance.”
• Alternative Hypothesis (H1)
“The leadership behavior of school
administrators positively influences faculty
performance”.
• Null Hypothesis (Ho)
“The leadership behavior of school
administrators does not exert significant
influence on faculty performance”.

64. 3 Reviewing Related Literature
and Studies.

65. Familiarizes
the reader
with previous
studies done
related to the
present topic.
Established
the
need/significa
nce/justificatio
n in
conducting the
present study.
Avoids the
unnecessary Provide a
duplication of historical
selecting a background
research perspective
problem which about the
had been done study.
before.
Figure 2. Importance of the Review of Related Literature

66. 3. Developing theoretical &
conceptual frameworks
What is a Theoretical Framework?
1. The Theoretical Framework outlines the
theory that one wishes to espouse to verify in
the study.
2. The Theoretical Framework is the basic
theory which explains why he study exists.
3. The Theoretical Framework is the basis
structure upon which concepts are built on.
4. The Theoretical Framework is the research
study’s frame of reference that provides the
very foundation for which the study is being
conducted.

67. Forms of Theoretical Framework
Example 1 - The study wishes to verify Engel’s law in the
context of Cebuano culture in the Philippines.
attempts to verify a
theory using
empirical
data
Example 2 - The study rests on the theory that supervisory
effectiveness is influence by the human resource
management skills of the leader.
asserts / postulates
or theory that will
be tested in actual
operation.
Example 3 - The study posits that managerial effectiveness
is influenced by the managers level of training,
experience and mental ability.

68. Sample Theoretical Framework
• The study draws theoretical support from
Hemphil’s theory which states that effective
leadership behavior is associated with high
performance of people in organization. He
opined that effective leadership strikes a
good balance between attaining the task
function of the organization, and maintaining
good interpersonal relationship among
personnel.

69. What is a Conceptual Framework?
1. A conceptual framework is the set of terms
and relationships within which the problem
is formulated.
2. The Conceptual Framework relates or
translates the basic theory / postulate into
more specific concepts.
3. The Conceptual Framework is usually
depicted by a diagram or schematic
framework called paradigm.
4. The paradigm is the operational framework
of the research study which illustrates the
interrelationships among variables.

70. INDEPENDENT VARIABLE DEPENDENT VARIABLE
High Leadership
Behavior
P
1.High in Task Teacher’s Performance:
R 2.High in relationship
O Average Leadership Behavior
1.Teaching
Competency
F 1.High in Task
2.Professional and
Personal Characteristic
I 2.Low in Relationship 3.Human Relations
4.Punctuality and
L Low leadership Attendance
Behavior
E
1.Low in Task
2.Low in Relationship
Conceptual Model of the Study

71. Step 4 : Develop the research
design
Step 5 : Prepare/validate the
instrument
Step 6 : Data Collection

72. Step 7 – Analyze and Interpret the
data
Step 8 – Write the research report

73. END
Thank You!